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Three areas in which students must perform in order to be successful learners are gaining, expressing, and organizing information (Beard, p, 81). Gaining information can include reading (receptive language), which impacts a wide range of student functions. Math, science, and social studies are all content areas that rely on reading in order to acquire knowledge and new information. Without the ability to read at grade level, or the level of textbooks and testing materials, the content becomes difficult to access. Expressing information involves the writing process, including spelling. Organizing information, and deficits therein, impact students' ability to complete homework, plan long-term projects, and be independent workers.
Assistive Technology offers many supports to students with higher-incidence disabilities who work hard to be successful. Voice recognition software, speech-to-text applications, graphic organizers and electronic file systems are all devices that students can use to assist them.
I have found during my tenure as an educator that these tools are only as good as the training that goes into using them. As Beard says about the student in the Assistive Technology Snapshot, "It cannot be assumed that Mike will learn just because he is given a computer tablet" (Beard, p. 82). The IEP team must identify goals and objectives for the students and investigate the appropriate supports to meet those needs. Developmentally appropriate practices must be taken into consideration when implementing new devices and services. Training for teachers and support staff is critical. Does the teacher know how to use the technology so that the student is successfully integrated within the classroom? Can the educator convert print materials to digital format? Does the teacher follow the best practices of Universal Learning Design in the setup of his or her classroom environment, from layout to emotional vibe.
Organization, specifically, is an area that the teachers at my school work very hard on with students who have higher-incidence disabilities. All of the sixth graders who receive special education services attend 'Organized Homeroom' at the end of the day, every day. During this time, students review their planners with their caseworkers and have them signed off on before going home. Preteaching is a critical component to student success, and general education teachers have standing weekly meetings to review upcoming material, vocabulary, assignments, and rubrics with the special education teachers. Collaboration and consultation between the student's content area teachers and the special education teachers are helpful, as well, in making a plan for support as well as identifying the appropriate Assistive Technology for their students.
Beard's Chapter 5 spotlights many Assistive Technologies that could be used to support students with higher-incidence disabilities. Worth repeating in this medium are the Assistive Technology Inclusion Tips that Beard enumerates on page 90:
"Assistive Technology Inclusion Tips"
- Consult the student's IEP.
- Understand the student's specific strengths and needs.
- Identify the teacher's style(s) of presenting instruction.
- Collaborate with the special education teacher and other professionals.
- Determine how the use of AT will enable the student to access and progress in the general education curriculum.
- Determine whether the AT device is isolating the student from his or her peers.
- If the AT device proves to be ineffective for the student, reconvene the IEP team and consider the options," (Beard, p. 90).
It is important to remember that even though the term 'mild' is used to describe the learning disabilities, behavioral issues, and intellectual disabilities of students with higher-incidence disabilities, these students can still often experience difficulties being successfully independent in the school environment. Accommodations can be made and Assistive Technologies can be implemented with the students IEP team, who are his or her greatest academic advocates.
Alper, S., & Raharinirini, S. (2006). Assistive Technology for Individuals with Disabilities: A Review and Synthesis of the Literature. Journal of Special Education Technology, 21(2), 47-64.
Beard, Lawrence A.; Johnston, Linda B.; Bowden Carpenter, Laura A. (2011-01-07). Assistive Technology: Access for All Students (2nd Edition). Pearson HE, Inc.. Kindle Edition.